Unit rationale, description and aim
Effective mathematics teaching in the early years is fundamental to children’s mathematics and numeracy development. This unit draws on insights from the theories of learning and teaching and evidence-based teaching and learning activities in mathematics. The knowledge and skills developed in this unit are grounded in research, highlighting effective mathematics teaching requires that teachers possess a blend of general teaching strategies, specialised mathematical content knowledge, and pedagogical approaches specific to mathematics.
Through this unit, pre-service teachers will understand the critical role that mathematical content knowledge and pedagogical content knowledge plays in developing and assessing learners’ mathematical understanding and guiding instructional decisions. They will analyse the Australian Curriculum: Mathematics, with focus on inclusive and culturally responsive strategies for teaching and assessing mathematics for diverse learners. Emphasis will be given to the use of hands-on manipulatives, technological tools and mathematical language, which support the development of deep conceptual knowledge and procedural fluency.
The unit aims to introduce mathematics education in the early years, with particular attention to planning, delivering, and assessing learning in number, algebra, measurement, space/geometry, statistics and probability. Pre-service teachers will build a strong knowledge and understanding of contemporary theories that shape teaching, learning and assessment mathematics.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Interpret what it means to learn about, understand...
Learning Outcome 01
Discuss the significance of mathematical beliefs a...
Learning Outcome 02
Explain mathematics for teaching, including how ma...
Learning Outcome 03
Apply effective mathematics teaching and assessmen...
Learning Outcome 04
Evaluate education theories and research into earl...
Learning Outcome 05
Content
Topics will include:
· Teaching and learning mathematics for understanding: What does it mean to be a teacher and a learner of mathematics?
· Curriculum documentation for mathematics; national and state
· Development of 2D and 3D geometric thinking
· Development of location geometry
· Development of whole number concepts: quantifying
· Development of whole number concepts: place value
· Developing whole number concepts: addition and subtraction
· Developing whole number concepts: multiplication and division
· Development of measurement understandings
· Assessment and planning in mathematics education
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to demonstrate progressive development of content and pedagogical skills for mathematics to support development for early learners. Pre-service teachers build confidence and professional awareness, preparing to engage meaningfully in contemporary mathematics education.
Task 1 focuses on developing knowledge of how young children learn mathematics and the importance of teacher beliefs, attitudes, and pedagogical decisions in shaping learners’ experiences. It encourages critical reflection, engagement with research, and an appreciation of the sociocultural and developmental factors that influence early mathematical thinking.
Task 2 extends this foundation by providing a practical opportunity to apply curriculum knowledge and pedagogical strategies to the design and evaluation of a mathematics learning sequence. By using AI-generated content as a starting point, pre-service teachers are challenged to think critically about the appropriateness, accuracy, and inclusivity of teaching materials. This task fosters professional decision-making, encourages curriculum alignment, and promotes the thoughtful use of technology in educational planning.
The assessment tasks for this unit are designed to demonstrate achievement of learning outcomes. To pass the unit, per-service teachers must complete both tasks and pass with an overall grade of 50%.
Overview of assessments
Assessment Task 1: Learning in Early Mathematics ...
Assessment Task 1: Learning in Early Mathematics Research Report
Analyse contemporary research into (1) how children in early years (Birth to Year 2) learn mathematics, including key developmental ideas, early mathematical thinking, and the role of play and exploration; and (2) how teacher beliefs, expectations, and instructional practices influence young children’s confidence, attitudes, and beliefs about themselves as capable mathematics learners. Using findings from research to reflect on connections between beliefs and learning and how teachers effectively shape early learning, attitudes and beliefs about mathematics.
40%
Assessment Task 2: Differentiated Mathematics Le...
Assessment Task 2: Differentiated Mathematics Learning Sequence
Choose a content strand from primary mathematics and develop a prompt to use generative AI tools to design a sequence of four mathematics lessons for early learners up to Year 2. Use relevant curriculum and research literature to evaluate the appropriateness of the tasks, strategies and resources for early years learners. Consider the suitability of pedagogies, including learning and assessment experiences for supporting diverse learners. Use your analysis to refine the plans to improve the how the sequence meets learning goals for learners across the full range of abilities. Prepare a critical reflection of the process that presents your pedagogical reasoning in selecting and modifying learning experiences.
60%
Learning and teaching strategy and rationale
This unit is grounded in a socio-constructivist approach, which recognises that learning builds on prior knowledge and is influenced by each learner’s sociocultural context. Pre-service teachers will engage in a variety of learning experiences, which may include seminars, group discussions, self-directed study, and assessment tasks. Where relevant, participation in early learning or school-based settings may also be required to support applied learning. Pre-service teachers will be scaffolded in the ethical and effective use of generative AI in mathematics education.
This includes scheduled classes, independent study, and the completion of assessment tasks. A variety of teaching and learning strategies are used to support engagement and understanding, such as reading, reflection, collaborative discussion, webinars, podcasts, and video resources.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Learning, development and care
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO4, LO5
Relating to
Working with children who speak languages other than, or in addition to, English
Relevant Learning OutcomeLO4
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO3
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
The Australian curriculum
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO1, LO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO3, LO5
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO3, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO1, LO4, LO5
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO5
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO4
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toA conceptual understanding of the six strands of mathematics: number, algebra, geometry, measurement, statistics and probability; and the four proficiencies: understanding, fluency, problem solving and reasoning.
Relevant learningLO1
Relating toThe research that shows numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum.
Relevant learningLO2, LO3
Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO2, LO3, LO5
Relating toThe importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts.
Relevant learningLO1, LO5
Representative texts and references
Representative Texts and References
Australian Curriculum, Assessment and Reporting Authority (n.d.). Australian Curriculum: Mathematics. https://v9.australiancurriculum.edu.au
Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Van de Walle, J., Karp, K., Bay-Williams, J., & Brass, A., & Livy S. (2024). Primary and middle years mathematics: Teaching developmentally (2nd Australian ed.). Pearson Education.
Recommended References
Baker, P., Callingham, R., & Muir, T. (2023). Primary mathematics: Integrating theory with practice (4th ed.). Cambridge.
Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Boaler, J. (2016). Mathematical mindsets. Jossey-Bass.
Booker, G., Bond, D., & Seah, R. (2020). Teaching primary mathematics (6th ed.). Pearson Australia.
Clarke, D. (2005). Written algorithms in the primary years: Undoing the good work? In M. Coupland, J. Anderson, & T. Spencer (Eds.). Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers) (pp. 93-98). AAMT.
Department of Education and Training of Western Australia. (2004). First steps in mathematics: Number. Rigby Harcourt Education.
Haylock, D. & Manning, R. (2019). Mathematics explained for primary teachers (Australian ed.). Sage Publications.
Haylock, D., & Cockburn, A. D. (2017). Understanding mathematics for young children (5th ed.). Sage Publications.
Knaus, M., & Featherstone, S. (2015). Maths is all around you: Developing mathematical concepts in the early years. Bloomsbury Publishing.
MacDonald, A. (2018). Mathematics in early childhood education. Oxford.
McIntosh, A., & Dole, S. (2004). Mental computation: A strategies approach. Department of Education, Tasmania.
Reys, R. E., Rogers, A., Bennett, S., Cooke, A., Robson, K., Ewing B., & West, J. (2022). Helping children learn mathematics (4th ed.). John Wiley & Sons Australia.
Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing primary mathematics teaching: Reflecting on practice with the knowledge quartet. Sage publications.
Siemon, D., Warren, E., Beswick, K., Faragher, R., Miller, J., Horne, M., Jazby, D., Breed, M., Clark, J., & Brady, K. (2021). Teaching mathematics: Foundations to middle years (3rd ed.). Oxford University Press.